TUTORIAL PLAN

Unit: ___HPE 2203: Physical Performance Laboratory 3

Week: __2__

Topic: __Cricket _ __

Warm Up Activity #1
Red Rover (Milo In2Cricket Skills Program, 2015)
Duration
5-10 minutes
Equipment
4 markers/cones set up in a large square
Area Size
Approximately 20m X 30m grass or court area.
Instructions
Game Rules:
Select two students to start in the middle of
the square, making a line. They are the
catchers.
Start the rest of the students on one side of
the square facing the catchers. They are
the runners.
Teacher calls All Over Red Rover or Go
All the runners try to get past all the
catchers to get to the safe zone, which is
the other side of the square.
Catchers must try to tag the runners as
they run past.
Any runner that is tagged then becomes
one of the catchers.
Teacher calls out All Over Red Rover or
Go until there is just one runner left that
hasnt been tagged by the catchers.
Last student standing is declared the
winner.
Variation and progression

Tail tag
Introduce bean bags and an underarm
throw to capture runners. Specify the rules
clearly. This makes it more like cricket.

Teachable moment

Create two squares if you have a large

class size.
Reinforce the importance of playing fairly
and becoming a catcher once captured.

Organisation:
Small group- 1 grid with the teacher at
side of grid (red)

Option #1: Small Group

Group
Create one grid

Option #2: Large

Create two grids

1
Created by Kevin Grima, University of Notre Dame Australia, 2016

Large group- 2 grids with the teacher

at the front and centre of both grids
(See *)

*
SportPlan (2016)

Warm Up Activity #2
Batting Relays (Milo In2Cricket Skills Program, 2015)
Duration
10 minutes
Equipment
One bat, ball, tee and cone per group
Area Size
As much as required; dependent on class
size.
Adequate spacing between groups.
Instructions

Briefly inform students how to hold a bat correctly:

Hump side up on the floor
Create V with dominant hand and grab
handle base
Create V with non-dominant hand and
place it comfortably above dominant hand.
Relay Challenges: (non-competitive)
Dribble the ball up and back around the tee
like their playing hockey.
Hit the ball to self in air and walk/run up and
back around tee.
Run up and hit off tee to a team member
who repeats the action.

Variation and progression

Make relays competitive

Make exercises simpler and more complex
depending on students ability levels.

Teachable moment

Teach technique as described in

2

Created by Kevin Grima, University of Notre Dame Australia, 2016

instructions section, otherwise ask

questions to get children to guide their own
learning about, What is the best way to do
it?
Exercise acre when making the batting
relays competitive as technique is usually
sacrificed.

Organisation:
Create groups of no more than 4.
Teacher to stand side on to provide
correct feedback and encouragement.

SportPlan (2016)
Note: Consider carefully how you will manage your
Learners, Equipment, Space and Time (LEST)

Batting Activity #1
Target Batting
(Milo In2Cricket Skills Program, 2015; WACA Development Officers, 2015)
Duration
10-15 minutes
Equipment
Equipment (per pair):
One tee
One ball
Two cones or markers
One bat
Area Size
As much as required; dependent on class size.
Adequate spacing between groups
Instructions

Activity Rules and Set Up:

Set up a batting tee, with two cones set up in goal formation
ten metres from batting tee.
Students, in pairs take turns trying to hit the ball through the
goals.
The partner will field the ball return it back to the batter
(remind students of KTPs for long-barrier).
Once the ball has been hit 6 times (one over), the batter will
rotate with the fielder.
3

Created by Kevin Grima, University of Notre Dame Australia, 2016

Variation and
progression

Teachable moment
Organisation:
Provide adequate
spacing between
pairs.
Teacher positioning is
crucial- it is
recommended that
you take up a
position where youre
able to provide
feedback to all your

Make sure that you create child friendly Key Teaching

Points for the straight drive that children can easily
understand and relate to (include these in your cricket
resource file).

Progressions:
Vary the distance of the batting tee depending on ability/age.
The size of the goals can vary depending on the ability/age.
Remove the goals, and leave one cone for the batter to aim
at.
Have the fielder standing between the goals acting as a
goalie.
Remove tee and self-serve
Incorporate creative Stage 2 and 3 activities similar to those
discussed in Week #1 by merging pairs into groups.

SportPlan (2016)
Note: Consider carefully how you will manage your Learners, Equipment,
Space and Time (LEST)

students (see *).

Batting Activity #2
Stroke Play with extensions using Rinks Game Stages Approach
(Rycroft & Grima, 2016)
Duration
10-15 minutes
Equipment
Equipment (per pair as a starting point):
One tee
One ball
Two cones or markers
One bat
One set of portable wickets
Area Size
As much as required; dependent on class size.
4
Created by Kevin Grima, University of Notre Dame Australia, 2016

Instructions

Variation and progression

Teachable moment
Organisation:
Provide adequate spacing
between pairs.
Teacher positioning is
crucial- it is recommended
that you take up a position
where youre able to provide
feedback to all your students
(see *).

Adequate spacing between groups

Activity Rules and Set Up:
Set up a batting station using the middle stump of a
set of portable wickets with a batting tee on top, with
two cones set up in goal formation ten metres to the
side of the batting tee (see diagram below).
Students, in pairs take turns trying to hit the ball
through the goals.
The partner will field the ball return it back to the
batter (remind students of KTPs for long-barrier).
Once the ball has been hit 6 times (one over), the
batter will rotate with the fielder.
Make sure that you create child friendly Key
Teaching Points for the square cut and pull as
some examples that children can easily understand
and relate to (include these in your resource file).
Progressions:
Vary the distance of the batting tee and size of the
goals depending on ability/age.
Remove the goals, and leave one cone for the batter
to aim at.
Have the fielder standing between the goals acting
as a goalie.
Practice different shots (see figure on left for ideas)
Remove tee and self-serve or partner serve [bowl]
Incorporate creative Stage 2 and 3 activities similar to those
discussed in Week #1 by merging pairs into groups.

SportPlan (2016)
Note: Consider carefully how you will manage LEST.

Combination Activity #1
V-Ball [modified]
(Cricket Australia, 2006; Rycroft, 2015)
Duration
20-25 minutes
Equipment
Equipment (per group):
Two bats
One ball
Two sets of stumps
5
Created by Kevin Grima, University of Notre Dame Australia, 2016

Area Size

10 markers
Powder to create crease lines or alternative
Wicket-keeper gloves

Adequate spacing between groups

Large space on school oval usually required

Instructions

Activity Rules and Set Up:

Create a V game dimension using cones as
illustrated on left.
Position wickets and crease line as appropriate
The game is played between two even teams
(recommended there are 6 players per team).
Batters can be dismissed by being caught, bowled
or if they hit the ball outside the V on the full.
Fielders must position themselves outside the V
or beyond the stumps at the bowlers end.
Fielders must return the ball to the bowler only.
Rotate team roles once all batters dismissed.

Variation and progression

Variations:
No outs but each batting pair face two overs each
and every dismissal reduces score by 5 runs.
Place a tee on the ground for the batter to hit if a
wide or no-ball is delivered
Regression:
Get the bowler to bowl under-arm to increase
batters success rate
Change out rule if ball hit outside V dimension.

Teachable moment

Get the students to umpire their own game. You

are a teacher not a cricket umpire or television
commentator. Scope exists to provide feedback
during this combination activity to the: batter,
bowler, wicket-keeper, and fielders.
Remember to use child friendly KTPs when
providing feedback to your students.
Roam around to check that all groups are engaged
in the activity correctly.

Organisation:
Provide adequate
spacing between groups.
6
Created by Kevin Grima, University of Notre Dame Australia, 2016

Teacher positioning is
crucial- it is
recommended that you
take up a position where
youre able to provide
feedback to all your
students and check that
all your groups are
engaged and playing the
activity correctly.

(see *).

SportPlan (2016)
Note: Consider carefully how you will manage your Learners,
Equipment, Space and Time (LEST)

Combination Activity #2
Pairs Cricket and Judging a Run
7
Created by Kevin Grima, University of Notre Dame Australia, 2016

(Cricket Australia, 2006; Milo In2Cricket Skills Program, 2015)

Duration
20-25 minutes
Equipment
Equipment (per group):
Two bats
Two balls
Two stumps
One tee
Wicket-keeper gloves
Powder to create crease lines or alternative
Area Size
Adequate spacing between groups
Large space on school oval usually required
Instructions
Game Rules- Pairs Cricket: [Create teams of 8]
Players compete in pairs against each other
Batters can be bowled, caught or run out.
If batters get out they simply swap ends and
continue to bat.
After two overs the batting pair retires and the next
pair has their turn to bat.
Each players bowls one over of 6 balls while their
partner wicketkeeps.
After they have completed their over, they swap
If a ball is bowled wide the batter can place the ball
on the tee for a free hit
If a pair is not batting, they are fielding, so that
everyone is involved.
You do not have to run when you hit the ball to work
on the skill of judging a run.
Variation and progression

Teachable moment

Variation- Judging a Run:

Merge pairs into fours to create two teams of 4.
One team is batting and the other is bowling and
wicketkeeping.
One pair of the other team is fielding at point and
mid-off, whilst the other pair is fielding at square
leg and mid-on.
The aim of the bowler is to bowl the ball so that the
batter can push or pull the ball towards the two large
gaps: cover and mid-wicket.
Get the students to umpire their own game. You are
a teacher not a cricket umpire or television
commentator. Scope exists to provide feedback
during this combination activity to the: batter, bowler,
wicket-keeper, and fielders.
Remember to use child friendly KTPs when
providing feedback to your students.
Roam around to check that all groups are engaged
in the activity correctly.

8
Created by Kevin Grima, University of Notre Dame Australia, 2016

Organisation:
Provide adequate
spacing between groups.
Teacher positioning is
crucial- it is
recommended that you
take up a position where
youre able to provide
feedback to all your
students and check that
all your groups are
engaged and playing the
activity correctly.

(see *).

SportPlan (2016)
Note: Consider carefully how you will manage your Learners,
Equipment, Space and Time (LEST)

9
Created by Kevin Grima, University of Notre Dame Australia, 2016

Additional Notes
Pull Shot

Step back and

of the stumps

Lift the front leg

Swing the bat

body from right to
right
Roll the wrists as

across the
left or left to

through and twist

the body

across in front

you follow

Front foot drive

Step forward and swing

Follow through
Keep the ball along the ground

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

__________________________________________

10
Created by Kevin Grima, University of Notre Dame Australia, 2016

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

11
Created by Kevin Grima, University of Notre Dame Australia, 2016